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DEPARTMENT OF THE INTERIOR, 

BUREAU OF EDUCATION. 
KINDERGARTEN EDUCATION CIRCULAR, 1917, No. 1. 

A SELECTED LIST OF BOOKS ON THE EDUCATION OF 

EARLY CHILDHOOD. 

(Compiled by the literature subcommittee of the Bureau of Education com- 
mittee of the International Kindergarten Union, appointed by the Commis- 
sioner of Education, 1914. *) 

INTRODUCTION. 

By Amalie Hofer Jerome, Head Resident, Fellowship House, Chicago, 111. 

The selection of the accompanying list of books and monographs 
on child development was undertaken in response to a demand 
emanating from a reading public which exists quite outside of school 
or professional circles. 

It was made originally under the following classification : 

1. For parents : 

a. Books giving practical suggestions as to the best methods of dealing 
with the problems of early childhood — physical, intellectual, moral, and 
religious. 

b. Books dealing with the purpose and value of the kindergarten, and its 
attitude toward the problems of child life. 

c. Books embodying the results of present-day child study along various 
lines. 

2. For teachers and principals of schools : 

a. Books dealing with the aims and methods of education by development. 

b. Books showing the application of the principles which the kindergarten 
embodies to the work of the grades. 

c. Books dealing with the spread of the kindergarten movement. 

3. For graduate kindergartners : 

a. Books on child study and its influence in reorganizing educational aims 
and methods, those of the kindergarten included. 

b. Books showing tendencies in present-day education. 

c. Books on the kindergarten itself. 

Each of the five members of the compiling committee was requested 
to send in 10 titles of the best books suitable for each group. Three 
hundred different titles were submitted and distributed to their 



1 Members of committee : Mrs. Amalie Hofer Jerome, Chicago, 111. ; Miss Ella C. Elder, 
Buffalo, N. Y. ; Miss Margaret Trace, Cleveland, Ohio; Miss Julia Bothwell, Cincinnati, 
Ohio ; and Mrs. Sallie Allen Davis, Chicago, 111. 
68812°— 16 



' 



2 EDUCATION OF EARLY CHILDHOOD. , ^ , X 

various classes. But the same books were found to reappear under 
several or all of the subdivisions of each class, and the interesting 
fact soon became apparent that those "concerned with the nurture of 
young children were all in one class, whether parents, teachers, school 
superintendents, or professors of education. The tentative classifi- 
cation was therefore discarded, the titles reduced by one-third, and 
all arranged into one alphabetical list. In the process of elimination 
the following considerations were kept in view : To confine the list to 
books pertaining entirely to the development of the youngest chil- 
dren ; to select two or three only from one author ; to give preference 
to the more authoritative and more readable when several books 
covered the same field; to list such books as are readily accessible. 
For one or all of these reasons, certain volumes long favored by the 
teaching profession, especially by kindergartners, were omitted; a 
strikingly large number of well-known and valuable books were 
found to be out of print because limited to a small edition, and only 
to be found in private libraries. The committee has taken pains to 
replace these with later publications dealing with the same aspects 
of the subject. 

BIBLIOGRAPHY. 

Adjustment between kindergarten and first grade. Including a study of 
double sessions in the kindergarten. Ltjella A. Palmer. Washington, Gov- 
ernment Printing Office, 1915. 36 p. (U. S. Bureau of Education. Bulletin, 
1915, No. 24.) 

A discussion of the problems of " adjustment of the two grades to the best growth 
of the developing child.'' The writer compares the returns from two letters sent out 
by the Commissioner of Education to superintendents of various cities, one to be an- 
swered by primary teachers and the other by kindergartners. A brief summary indi- 
cates the trend of thought concerning the problem and the means suggested for 
bridging the gap between the kindergarten and first grade. 

The study of double sessions is based on facts obtained from 112 answers to a 
•questionnaire sent out to 92 cities, replies having been received from 45 of these. The 
necessity of double sessions, the basis of organization, the effect on children and teach- 
ers are some aspects of the question to receive consideration. 

All the children of all the people. 1 William Hawley Smith. New York, Mac- 
millan, 1912. 646 p. $1.50. 

" The task of trying to educate everybody, in which our public schools are en- 
gaged, has proved to be far more difficult than the originators of the idea of such a 
possibility thought it would be when they set out upon this undertaking." This is the 
general problem which the author discusses with keenness and practical wisdom. 

American child (The). Elizabeth McCracken. Boston, Houghton Mifflin Co. 
1913. 190 p. $1.25. 

An appreciation of the American child illustrated with beautiful photographs by 
Alice Austin. The author discusses the following topics : The child at home ; the 
child at play ; the country child ; the child in school ; the child in the library ; the 
child in the church. 

Aspects of child life and education. G. Stanley Hall, T. L. Smith, eds. 
Boston, Ginn & Co., 1907. 321 p. $1.80. 

A series of papers upon topics pertaining to child study that are of practical and 
popular interest. Chapters deal with Contents of children's minds ; Psychology oi' 



Di ;of D. 

JUL 23 1917 



BIBLIOGRAPHY. 3 

daydreams ; Curiosity and interest ; Collecting and ownership impulses. The discus- 
sion of dolls opens up a new field of interest to mothers and one that is important 
and -significant to psychology and pedagogy. 

Beckonings from -little 'hands. Patterson du Bois. Philadelphia, Wattles, 
1895. 166 p. 75 cts. 

Contains eight prose chapters, an introduction, and two poems. A father's appre- 
ciation of the spiritual and emotional lives of his children. The hook is unusual in 
its appeal for a more sympathetic and tender regard for the personality of young 
children. Of interest to parents and all lovers of children. 

Better schools. B. C. Gregory. New York, Macmillan, 1912. 283 p. $1.25. 

The basic belief in Dr. Gregory's theory of education is in the self-activity of the 
child as the one means of developing power. The first three chapters deal with a 
discussion of the Froebelian principles and their utilization through the grades. Later 
chapters deal with special school subjects — language, spelling,, geography, and arith- 
metic. 

Biography of a baby (The). Millicent Washburn Shinn. Boston, Hough- 
ton Mifflin Co., 1900. 247 p. (Riverside Press.) $1.50. 

This very entertaining volume, which is a careful study of the author's own niece 
through her first year, is in reality an accurate and quite exhaustive record of the 
"Process of becoming." "A fresh copy of the whole history of the race is written 
out every time an infant is conceived and born and grows to manhood." Miss Shinn 
has made of this study " a drama that sometimes catches one's breath in the throat 
with excitement and wonder." 

Brief course in the history of education (A). Paul Monroe. New York, Mac- 
millan,^ 1913. 409 p. $1.25. 

This story of education begins with the simplest forms used by primitive people 
and sketches the systems down to the present highly developed eclectic tendency. 
The volume avoids generalizations, seeking rather to preserve in a concrete way 
with pictures and original documents the actual practices of the various civilizations. 
This volume is a condensation of the author's " A Textbook in the history of edu- 
cation." 

Care and training of children. Le Grand Kerr. New York, Funk & Wagnalls, 
1910. 233 p. 75 cents. 

Some of the topics treated are : Education at home and in the kindergarten ; 
Relations of parents to children ; Punishments ; Moral failings of nervous children ; 
The child's literature and friends ; Amusements ; and The question of sex. 

Career of the child (The). Maximilian P. E. Groszmann. Boston, R. G. 
Badger, The Gorham Press, 1911. $2.50. 

A discussion of educational principles, methods, and material, based at every step 
upon consideration of the individual child, his interests, activities, and needs. It is 
the outgrowth of extended and varied experience and familiarity with the collective 
results of scientific child study. 

Changing conceptions of education. Elwood Patterson Cubbe'rley. Boston, 
Houghton Mifflin Co. [1909]. 69 p. (Riverside educational monographs.) 
35 cents. 

"An excellent brief survey of the evolution of our educational ideals from Colonial 
times to the present, including the story of the rise and growth of our public-school 
system, and discussing the kind of education needed to meet the demands of a mixed 
population and an increasingly complex mode of life." 

Child nature and child nurture. Edward Porter St. John. Boston, The Pil- 
grim Press [1911]. 106 p. 75 cents. 

A textbook for parents' classes, workers' clubs, and training teachers, dealing with 
the instincts that are associated with the young child's physical and moral life. 
Nervousness, fear, anger, altruism, courtesy, honesty, and ownership are some of the 
topics considered, with carefully selected references for a fuller discussion of these 
same topics. 



4 EDUCATION OF EARLY CHILDHOOD. 

Child training' an exact science. George W. Jacob y. New York, Funk & Wag- 
nails, 1914. Illus. $1.50. 

A treatise based on the principles of modern psychology, medicine, and hygiene. 
Its purpose is to show the dependence of vital psychic manifestations upon physical 
processes ; to give to teachers sufficient understanding of " medico-pedagogic " prob- 
lems to enable them to distinguish between normal and atypical cases, and to co- 
operate efficiently with physicians in securing for the individual child the education 
best suited to his needs. 

Children of the future (The). Nora Archibald Smith. , Boston, Houghton 
Mifflin Co. 165 p. $1. 

Discusses the function of the kindergarten from the standpoint of the need for a 
study of each child's individual character, the use of stories, work, and play in the 
development of the child's bigher nature. Especially good for kindergarten students 
and mothers. 

Children's rights. Kate Douglas Wiggin. Boston, Houghton Mifflin Co., 

1892. 235 p. $1.50. 

A practical and delightful book for mothers, treating of The rights of the child, 
Children's plays, Children's playthings, Children's stories, What shall children read? 
The relation of the kindergarten to social reform, How shall we govern our chil- 
dren? The magic of "together," The relation of the kindergarten to the public 
schools, and Other people's children. 

Coming generation (The). William Byron Forbush. New York, D. Apple- 
ton & Co. 1912. 402 p. $1.50. 

Discusses concisely and simply the forces at work to make better the lives of the 
young people of America. The first part emphasizes the need of training of parents ; 
the second deals with the life and health of the child ; the third with education ; the 
fifth with the influence of religious and social nurture and service. The book is 
easy to read, offers illustrations from life, and gives a list of references at the end 
of each chapter. 

Conservation of the child (The). Arthur Holmes. Philadelphia, Lippincott, 

1912. 345 p. $1.25. 

Describes the examination and treatment of backward children in psychological 
clinics. Interesting and valuable to teachers, physicians, or others with a sufficient 
background of knowledge and interest to appreciate the material. 

Constructive and preventive philanthropy. Joseph Lee. New York, Mac- 
mill an, 1902. 242 p. 

Contains 16 chapters in addition to an introduction by Jacob Riis. T n the first 
chapter the author states the aim of constructive and preventive philanthropy 
as the " fostering of life " through " the protection and cultivation of the spiritual 
elements in individuals and communities whom it seeks to benefit." Some means 
to this end are savings and loans, health and building laws, vacation schools, play- 
grounds, and industrial education. 

The book is written from the viewpoint of the social worker who believes in 
helping the individual to help himself and that the community grows through the 
efforts of its individual members united and inspired by a common purpose. 

Democracy and education. An introduction to the philosophy of education. 

John Dewey. New York, Macmillan, 1916. $1.40. 

The book embodies, as Dr. Dewey says, '• an endeavor to detect and state the ideas 
implied in a democratic society and to apply these ideas to the problems of the 
enterprise of education." The philosophy set forth in the book connects the growth 
of democracy with the development of the experimental idea in the sciences, evolu- 
tionary ideas in the biological sciences, and the industrial reorganization. It 
endcayors to point out the changes in subject matter and method of education 
indicated by these developments. 

Demonstration play school of 1913 (The). Clark W. Hetherington. Ber- 
keley, University of California Press [1914]. p. 241-288. (University of 
California Publications. Education, vol. 5, No. 2, July 30, 1914.) 



BIBLIOGRAPHY. 5 

The report of an effort made in connection with the summer session of the Uni- 
versity of California, " to solve the problems of elementary education by harmonizing 
the child's extra home educational experiences through combining in one institution 
the functions of the play center and those of the school." The value of the report 
lies in its suggestive discussion of the theory underlying the organization of the 
" play school," the analysis of the activities utilized, and the description of the 
experiment as it was carried on. 

Development of the child (The). Nathan Oppenheim. New York, Macmillan, 

1902. 296 p. $1.25. 

That a child is, to a large extent, what his environment makes him, and that 
the responsibility for his development rests heavily upon those who provide the 
environment, are conclusions which are convincingly presented by Dr. Oppenheim. 
Present methods teach too much and allow too little opportunity for development. 
Greater freedom is urged, especially for young children, much out-of-door life, the 
most competent teachers for the youngest children. 

Dickens as an educator. James Laughlin Hughes. New York, D. Appleton 

& Co., 1906. 319 p. $1.50. 

The author aims to present Dickens as the greatest educator England has ever 
produced, in that he defended the nature, instincts, and normal tendencies of child- 
hood against inhuman institutions and systems. He opened the heart of the 
English reading world to the " new education." To this end the works of Dickens 
are reviewed and generous excerpts illustrate the chapters : " Cramming," " Natural 
depravity," and " The training of poor, neglected, and defective children." The 
author says : " Froebel revealed the true philosophy and Dickens gave it wings." 

Education and social progress. Alexander Morgan. London, Longmans, 1916. 

252 p. $1.25 net. 

Aims to present some of the wider aspects of education and to show that, since 
the " whole gamut of human capacity is represented in the children," their education 
is the most important form of social endeavor. It is based upon a study of condi- 
tions in England, but the conclusions are largely of universal import. 

Education by plays and games. George Ellsworth Johnson. Boston, Ginn, 
1907. 234 p. $1.10 and 90 cts. 

This volume is designed to help parents and teachers utilize play in the training 
of children. It gathers up the theory and history of play in education in a concise 
but readable way, placing emphasis upon the periods of development. The course of 
plays and games is outlined with distinct reference to these periods, which the 
author casts as follows : First 3 years ; ages 4 to 6 ; ages 7 to 9 ; ages 10 to 12 ; ages 
13 to 15. 

Education in religion and morals. George Albert Coe. Chicago, Revell, 1904. 
434 p. $1.35. 

An interesting and valuable discussion of the problems of moral and religious 
education. The author shows that the present-day conception of the child as a 
thinking, feeling, and acting unity implies a development of the moral and religious 
consciousness, and that education can not be considered complete without such 
development. The discussion of the type of education of which this development 
is an organic part is suggestive, practical, and inspiring. 

Education through play. Henry S. Curtis. New York, Macmillan, 1915. 
Illus. $1.25. 

A book for parents, teachers, and playground directors. It discusses theories of 
play ; the relation of play to the training of the intellect and the formation .of habits 
and character; playgrounds, their construction, equipment, and care: and the 
• qualifications and training of playground directors. The author finds the solution 
of the play problem in putting play into the curriculum of our schools. A bibliog- 
raphy follows each chapter. 

Education of man (The). Friedrich Fkoebel. Translated from the German 
and annotated by W. N. Hailmann. New York, D. Appleton & Co., 1903. 
340 p. $1.50. 



6 EDUCATION OF EAELY CHILDHOOD. 

This work of Froebel was first published in 1826. It is an inspiring account of 
how human society may find itself through education. It is a general survey of the 
education of mankind as a whole and includes a discussion of theory, practice, and 
methods suitable to the different stages of childhood, boyhood, and manhood. The 
last chapter urges the" educational value of religious maxims, physiology, poetry, 
nature study, dramatic expression, modeling, drawing, color study and painting, plays 
and games, story-telling, excursions and walks, and, last in the list, arithmetic, read- 
ing, and writing. The book concludes with a discussion of all-sided development, the 
true aim of education. 

Educative process (The). William Chandler Bagley. New York, Macraillan, 

1905. 358 p. $1.25. 

A systematic and comprehensive view of the task to be accomplished by the 
school, based upon the conception of education as " a process by means of which 
the individual acquires experiences that will function in rendering more efficient 
his future action." It deals with principles considered under these general heads : 
Functions of education, The acquisition of experience, The functioning of experi- 
ence, The organization and recall of experience, The selection of experiences for 
educational purposes, The transmission of experience, and The technique of 
teaching. 

Elementary school standards. Frank M. McMurry. Yonkers-on-Hudson, 

N. Y., World Book Co., 1913. 218 p. $1.50. 

In the New York City school inquiry, completed in 1913, it was Dr. McMurry's 
task to estimate the quality of the teaching, the course of study, and the super- 
vision by the principals of the elementary schools. Four tests were applied: 
1, Motive on the part of pupils ; 2, consideration of values by pupils ; 3, attention 
to organization by pupils ; 4, initiative by pupils. The significance of these stand- 
ards and their application to instruction, courses of study, and supervision are 
presented in " Elementary school standards." 

Experimental studies in kindergarten theory and practice. Patty S. Hill, 
ed. New York, Teachers College, Columbia University, 1914. 70 p. 30 cts. 

Includes the following papers : Reasoning in childhood, by Dr. John Dewey ; 
Development of reasoning in young children, by Meredith Smith; Play motive and 
experimental method in kindergarten occupations, by Grace L. Brown ; Use of 
materials in kindergarten, by Julia W. Abbot; Principles underlying the organization 
of kindergarten materials, and The gifts, by Luella A. Palmer. 

Froebel as a pioneer in modern psychology. E, R. Murray. London, G, Phil- 
lip & Son, 1914. 230 p. $1.25. 

The author shows by passages from Froebel's writings that Froebel was not only 
fully awar* of the necessity for a psychological basis for his educational theories, 
but that on many points now regarded as fundamental, and generally recognized as 
modern, his views are in accord with those of such psychologists as Stout, Ward, 
Lloyd Morgan, Irving King, and others. 

Froebel's kindergarten principles critically examined. William Heard Kil- 

patrick. New York, Macmillan, 1916. 90 cts. 

The result of " a critical study of Froebel with successive classes of experienced 
kindergarten and primary students. ... It makes no pretense to a complete discus- 
sion of Froebel, but confines itself mainly to the disputed points of kindergarten 
theory which, diversely taken, lead to diverse practice. The general aim of the 
book is to help spread the reform of kindergarten theory and practice." (Quoted 
from the introduction.) 

Froebel's educational laws for all teachers. James L. Hughes. New York, 
). Appleton & Co., 1900. 296 p. $1.50. 

In this book the author gives a simple exposition of the most important principles 
of Froebel's educational philosophy and shows how they may be applied to the 
work of the schoolroom, contains chapters on Self-activity, Play, Control and spon- 
taneity, and Froebel's ethical principles. 

From Locke to Montessori. William Boyd. London, G. G. Harrap, 1914. 
271 p. $1.25. ' 

A study of the historical development of the ideas fundamental to the Montessori 
system, followed by a critical study of the method, etc., principles, and its results. 



BIBLIOGRAPHY. 7 

Genetic psychology for teachers. Charles Hubbard Judd. New York, D. 

Appleton & Co., 1903. 329 p. (International education series.) $1.50. 

A series of lecture-discussions on phases of genetic psychology that bear upon the 
work of the elementary school. " The first five chapters present various aspects of 
the idea of development. The last five seek to apply these principles to the specific 
work of elementary education." The author interprets education as the process by 
which experiences are given a meaning, and shows the part that individuality, 
environment, adaptation, and expression play in the developmental process. Habit 
formation is discussed in its relation to the teaching of reading, writing, and 
number. 

Growth and education. John Mason Tyler. Boston, Houghton Mifflin Co , 

1907. 294 p. $1.50. 

A valuable book for parents and teachers on the bodily growth and development 
of children, with a discussion of educational agencies for each period of childhood 
and youth. Subjects of special interest to people having the care of little children 
are the following : Chapter II, Man in the light of evolution ; Chapter X, The kinder- 
garten period ; Chapter XI, The child entering school ; Chapter XIV, The place of 
play in education. 

Guidebook to childhood. A handbook for members of the American Institute 
of Child Life. William Byron Forbush, assisted by various authorities. 
Philadelphia, American Institute of Child Life, 1913. 236 p. $2.50. 

Part I, Outline of child life, with discussion of problems physical, mental, social, 
and moral. Part II, A guide to child training, containing answers to parents' ques- 
tions upon a wide range of problems and a list of books for parents and teachers, 
with descriptions. 

Helping" school children. Elsa Denison. New York, Harper, 1912. 351 p. 

$1.40. 

A report of an investigation made under the direction of the Bureau of Municipal 
Research of New York into the work done by various agencies in 400 cities in 
cooperation with the public schools. Women's clubs, medical societies, dental asso- 
ciations, and chambers of commerce have found ways of supplementing the work 
of the schools. 

Homemade kindergarten (The). Nora A. Smith. Boston, Houghton Mifflin 

Co., 1912. 116 p. 75 cts. 

A delightful little book for mothers, containing practical suggestions for directing 
the work and play of their children according to practical kindergarten methods. 
The chapters deal with Outdoor work and play ; Indoor work and play ; Stories, 
games, and songs. 

How shall I tell my child? Mary W. A. Chapman. New York, Revell, 1912. 

62 p. 25 cts. 

A comprehensive book dealing in a direct, practical, and satisfactory way with a 

child's questions concerning the origin of life. Some of the chapters are : Why I 

should tell my child ; At what age ; How to tell a child ; When a child has heard ; 
A wrong habit formed ; At the adolescent period. 

How to know your child. Miriam Finn Scott. Boston, Little, Brown & Co., 

1915. 316 p. $1.25. 

In the preface Mrs. Scott says : " If this book has any purpose, if my life has any 
aim, it is to try to tell mothers and fathers what children have told me ; to try to 
interpret children to their parents ; to try to help parents to see the vast riches, 
hitherto but dimly seen or perhaps not perceived at all, which exist unutilized in 
their children ; and to try to help parents recognize and develop this wasted human 
wealth." It is a book of practical advice, made clear by concrete examples, pre- 
sented sympathetically, interestingly, and simply enough to reach the majority of 
mothers. 

How we think. John Dewey. Boston, Heath, 1910. 224 p. $1. 

An epoch-making book in education. The author points out the vital need of what 
he calls " scientific thinking." Examining the reason for one's common beliefs and 



8 EDUCATION OF EAELY CHILDHOOD. 

opinions leads to scientific thinking. The 16 chapters discuss the needs, resources, 
conditions, and means of training thought ; induction, deduction, judgment, concrete 
and abstract thinking ; the relation of activity, language, and observation to the 
training of thought. 

Individual in the making (The). E. A. Kirkpatrick. Boston, Houghton 

Mifflin Co. [1911]. 339 p. $1.25. 

This work is intended " to meet the needs of parents and teachers who have had 
little training in psychology " ; to offer to the educator, parent, or teacher a chart, 
more or less complete, by which " to guide the child into the most favoring channels 
and past the most serious dangers that are found in each stage of development from 
childhood to maturity." 

Kindergarten and the Montessori method. An attempt at synthesis, with an 
introduction by G. Stanley Hall. Martha MacLear. Boston, R. G. Badger, 
1915. 114 p. $1. 

A brief treatise from the viewpoint of " a teacher of kindergarten and a close 
student of Montessori, but who has also had experience in other lines of educational 
work," directed toward the inevitable reconciliation of these two methods. 

Miss MacLear has confined her criticisms and her suggestion of adjustments to 
the kindergarten, because, as she explains, her purpose has not been to modify the 
Montessori school by kindergarten influence but to effect certain changes in the 
kindergarten through the influence of Dr. Montessori's methods. 

Kindergarten in American education (The). Nina C. Vandewalker. New 

York, Macmillan, 1908. 274 p. $1.25. 

This book is a survey of kindergarten progress in the United States. It takes the 
view that the kindergarten is the educational expression of the principles upon 
which American institutions are based and proceeds to give an accurate and com- 
prehensive account of the first 50 years of the movement. The 12 chapters review 
the beginnings and early extension of the kindergarten, including publications and 
books ; the kindergarten as promoted by church, Sunday schools, missions, women's 
clubs and settlements, and general child-welfare work ; the kindergarten in the 
public-school system and its influence upon elementary education ; progressive tend- 
encies in the direction of child study and psychology. 

Kindergarten in the home (The). Carrie S. Newman. Boston, L. C. Page, 

1909. 259 p. $1.50. 

Written especially for mothers, but containing a message for all interested in 
child training. It presents in a very simple, practical, and attractive form some of 
the vital truths underlying Froebel's system of education. Emphasis is upon simple 
ways of solving some of the problems of the child's mental and spiritual life. 

Kindergarten principles and practice. Kate Douglass Wiggin and Nora 

Archibald Smith. Boston, Houghton Mifflin Co., 3896. 205 p. $1. 

Discusses the American embodiment of Froebel's system of education in a simple, 
untechnical way. It contains much wit and wisdom. Good for' mothers or begin- 
ners in the study of the kindergarten. 

Letters to a mother on the philosophy of Froebel. Susan E. Blow. New 
York, D. Appleton & Co., 1899. 311 p. $1.50. 

The letters are addressed to the mother of the boy Harold and frankly aim to 
share with her the insights and methods which the kindergarten has drawn from 
Froebel's mother play book. The emphasis is placed on the philosophy of life and 
society which Froebel has set up as a background for the young to react against. 
The volume contains nine chapters, each of which takes one or more of the original 
" mother plays " for its text, shows their equivalents in different current theories, 
and seeks to promote the value of the poetic rather than the realistic influences in 
life. 

Linguistic development and education. Michael Vincent O'Shea. New 

York. Macmillan, 1907. 347 p. $1.25. 

Contains 13 chapters, general bibliography, footnotes, and subject index. Part 1 
deals with the nonreflective processes in linguistic development ; part 2 with the 
reflective processes. The special value of the book lies in the organization of mate- 
rial from scattered articles and treatises in a way to make it available for edu- 
cators, i 



BIBLIOGBAPHY. 9 

Literature in the elementary schools. Porter Lander MacClintock. Chi- 
cago, University of Chicago Press, 1913. 305 p. $1. 

A practical book, comprising a full-course outline for literature for children 
from the kindergarten to the eighth grade. It discusses in charming style the story, 
choice of stories, folk tale and fairy story, myth, poetry, and drama. It is equally 
a guide for literature out of school and for children's reading other than literature. 

Love and law in child training-. Emilie Poulsson. Springfield, Mass., Brad- 
ley, 1899. 235 p. $1. 

In this book for mothers Miss Poulsson applies kindergarten principles in home 
education, giving many helpful suggestions for the training of young children. 
Some of the questions considered are the following : How play educates the baby ; 
From nursery to kindergarten ; Early virtues ; A few hints on keeping Christmas ; 
The Santa Claus question. 

Meaning- of education and other essays and addresses. Nicholas Murray 

Butler. New York, Macmillan, 1905. New ed. 230 p. $1. 

A series of able and scholarly essays and addresses on various aspects of educa- 
tion, the nature of which is indicated by the titles of the chapters : The meaning 
of education; What knowledge is of most worth; Is there a new education? and 
Democracy and education. The last three chapters are on The American college 
and the American university ; The function of the secondary school ; and The 
reform of secondary education in the United States. Of special interest to principals 
and superintendents. 

Meaning of infancy (The). John Fiske. Boston, Houghton Mifflin Co., 1909. 
49 p. (Riverside educational monographs.) 35 cts. 

In two chapters, with an introduction by the editor, Henry Suzzallo, and an 
outline. Together these papers set forth in a clearer and more detailed manner the 
biological interpretation of childhood and education than can be found elsewhere. 

Montessori method (The). Dr. Maria Montessori. New York, Frederick A. 

Stokes, 1912. 377 p. $1.75. 

A complete presentation of the Montessori system of education, including a 
description of the didactic material and specific directions for its use. The method 
emphasizes the attitude of scientific observation for the teacher, discipline founded 
on liberty, conditions favoring the development of the entire individuality of the 
child, education of the senses as of prime importance, and " spontaneous writing " 
as a practical result. 

Montessori method and the kindergarten. Elizabeth Harrison. Washing- 
ton, Government Printing Office, 1914. 34 p. 

Discusses Dr. Montessori's service to the kindergarten in showing some of its 
limitations. Also criticizes Dr. Montessori's overemphasis of individual training, 
her elimination of stories, and her lack of definite attitude in religious training. 

Montessori method examined. William Heard Kilpatrick. Boston, Hough- 
ton Mifflin, 1914. 71 p. 35 cts. 

The purpose of the monograph, as stated by Dr. Kilpatrick, is to examine the 
doctrines promulgated by Dr. Montessori so as, first, to bring out their relations to 
one another and to other similar doctrines elsewhere held ; and, second, to ascertain, 
as far as the author may, the contribution which Dr. Montessori has to offer to 
American education. The chapters on " The doctrine of liberty " and " Sense train- 
ing by means of the didactic apparatus "' are of special interest. 

Montessori mother (A). Dorothy Canfield Fisher. New York, Holt, 1912. 
240 p. $1.25. 

The author writes for American mothers from the standpoint of a mother. Her 
theme is the possibility of adapting the Montessori system for American children. 
She spent some time in Rome studying, and from her personal observations pictures 
the school in the Casa dei Bambini and describes the didactic materials. The book 
contains also a discussion of the philosophy of the system and its application to 
American home life. 



10 EDUCATION OF EARLY CHILDHOOD. 

Moral education. Edward Howard Griggs. New York, Huebsch, 1913. 352 p. 

$1.60. 

A clear delineation of characteristics which distinguish various stages in child 
development and ways presented to meet them which will make " possible the 
happiest and most healthful living." 

Moral instruction of children (The). Felix Adler. New York, D. Appleton 
& Co. 1901. 278 p. $1.50. 

Discusses practical nonsectarian methods for the moral training of children. Em- 
phasizes the responsibility of the public schools for teaching filial, fraternal, and 
civic duties and awakening the moral consciousness. 

Mothers and children. Dorothy Canfield Fisher. New York, Holt, 1914. 
285 p. $1.25. 

A very readable book, presenting in a sane, simple way the modern relationship of 
parents and children and replete with many apt illustrations. 

The book gives some very practical solutions for the problems discussed and lays 
special emphasis upon the part the parent must play if the child is to be rightly 
trained. 

Mother in education (The). Florence Hull Winterburn. New York, Me- 
Bride, 1914. 335 p. $1.50. 

Mottoes and commentaries of Friedrich FroebeFs mother play. Verse ren- 
dered into English by Henrietta R. Eliot. Prose translated by Susan E. 
Blow. New York, D. Appleton & Co., 1895. 316 p. $1.50. 

This is a collection and study of nursery rhymes and play most prevalent among 
mothers of young children 75 years ago. Many of them are still counted among the 
greatest nursery favorites. Each play rhyme is accompanied by a full-page illustra- 
tion and a motto which aims to point the moral that " deep meaning oft lies hid in 
childish play." Invaluable as this collection and its commentaries are to mothers, 
it is indispensable to kindergartners and teachers, and is used as the major text- 
book in training courses. 

My little boy. Carl Ewald. (A. T. Mattas, translator.) New York, Scrlb- 

ner's, 1906. 120 p. $1. 

The author of this volume has also written a series of fairy tales and other 
psychological and half-mystical stories which have been translated from the Danish. 
Even in the translation the reader is charmed by the simplicity both of story and 
style. This sketch is based entirely upon personal experience and observation of 
his own and other children and gives a sweet dignity to childhood very rare and 
beautiful. 

National Society for the Study of Education. Yearbooks. Chicago, Univer- 
sity of Chicago Press. 75 cts. eacb. 

Sixth Yearbook, Part II. — The kindergarten and its relation to elementary educa- 
tion. 42 p. Seventh Yearbook, Part II. — The coordination of the kindergarten and 
the elementary school. Ninth Yearbook, Part II. — The nurse in education. Tenth 
Yearbook, Part I. — The city school as a community center. Twelfth Yearbook, Part 
I. — Supervision of city schools. Fourteenth Yearbook, Part I. — Methods of meas- 
uring the teachers' efficiency. 

Normal child and primary education (The). Arnold S. Gesell and Beatrice 
C. Gesell. Boston, Ginn [1912]. 342 p. $1.25. 

Written for the elementary teacher and " other traditional guardians of children, 
mothers, aunts, some fathers, supervisors, and child-study and reading circles, with 
the purpose of raising the standard of normality in children." It includes : Part I. 
A historical introduction ; Part II. The genetic background ; Part III. The pedagogy 
of the primary school ; and Part IV. The conservation of child life. 

Notes on child study. Edward Lee Thorndike. New York, Columbia Univer- 
sity Press, 1903. 157 p. $1. 

A series of studies originally prepared for class use. Designed to give students 
an insight into the facts that are of significance in the child's development, and of 



BIBLIOGEAPHY. 11 

practical importance in dealing with children. The studies are so organized as to 
show how valid general conclusions may be derived from observed facts, and how 
these may be applied. They therefore indicate methods of inquiry and aid in 
determining the value of studies already made. Each chapter contains suggestions 
for practical work. 

Nursery ethics. Florence Hull Winterburn. New York, Doubleday, Page 
& Co. [1895]. 241 p. $1. 

This little volume is just what the title implies. It is very wise and sane advice 
to parents and guardians and. as the author says, "the principle underlying every 
line is that of justice to children." Some of the chapter headings are : The right 
attitude of parents ; The natural limitations of authority ; Demand obedience to 
circumstances, not to personal force. 

On the training" of parents. Ernest Hamlin Abbott. Boston, Houghton 
Mifflin Co., 1908. 140 p. $1. 

In this little book the author deals in a very practical manner with some of the 
problems of childhood in the home. The value of habit and imagination in rela- 
tion to discipline ; the training of the will ; the adjusting of the child to his environ- 
ment and early formation of religious habits are some of the subjects discussed. 

Philosophy and psychology of the kindergarten (The). James E. Russell, 
J. A. McVannel, and Edward L. Thorndike. New York, Columbia Uni- 
versity Press, 1903. 76 p. (Teachers' College Record.) 30 cts. 

The portion of this book by Dr. McVannel is an admirable survey of the philo- 
sophic movement in which the kindergarten has its roots, and " a brief but more or 
less systematic exposition of Froebel's view concerning the world and man in their 
mutual relation, in order that by focusing attention upon these we may have before 
us the philosophic basis of his educational doctrine and of those principles which 
still survive as recognizable features in the educational theory of the present." 
The portion by Dr. Thorndike is an excellent discussion of present-day psychology 
and its bearing upon kindergarten procedure. > 

Philanthropy and social progress. Jane Addams. New York, Crowell, 1893. 
268 p. $1.50. 

Seven essays delivered before the School of Applied Ethics, 1892. Contents. — 
The subjective and objective necessity for social settlements, by Miss Addams ; The 
university settlement, by R. A. Woods ; Philanthropy, its success and failure, and 
Philanthropy and morality, by J. O. S. Huntington ; The ethics of social progress, 
by F. H. Giddings : The principles and chief dangers of the administration of 
charity, by B. Bosanquet. 

Play in education. Joseph L»ee. New York, Macmillan, 1915. ' 494 p. $1.50. 

The author aims in this book to present a true picture of the child rather than 
discourse on the general theories of play or of education. He asserts that play is 
a poor word to describe what is the chief business of child life ; that play in the 
child corresponds to what in grown people is called work, art, science, genius, etc. 
The author follows Froebel as to the main characteristics of the successive stages 
of growth and gives a set of human definitions of such terms as impulse, instinct, 
habit, play, work, hunger, etc. The volume is rich with incidents taken from the 
actual life of Mr. Lee's own children, and also from his wide experiences as a 
leader in philanthropic and free kindergarten work in the city of Boston. 

Play of animals (The). Karl Groos. New York, D. Appleton & Co., 1898. 
341 p. $1.75. 

The pages of this scientific study of the play impulses of animals are filled with 
delightful stories and observations of animal life. The author, an authority in 
psychology, has carefully analyzed the data with reference to the various theories of 
play. He canvasses " the surplus-energy theory " and finds it an insufficient one. 
He discusses the theory that play in animals and children is chiefly experimenting 
preparatory to the serious business of later life. This was the first book that con- 
cerned itself with the significance of play in physical and mental development and 
it still leads the way for students of this subject. 



12 EDUCATION OF EARLY CHILDHOOD. 

Play of man (The). Kael Groos. New York, D. Appleton & Co., 1901. 406 p. 

$1.50. 

This is the companion volume to The Play of Animals, and may be counted a 
source book for the subject. Part I deals with "Playful experimentation," 160 
pages being given to the playful activities of the sensory, motor, and mental powers. 
Part II presents the playful exercise of social impulses, including, among others, 
righting, hunting, courting, imitating, and dramatizing play. Part III discusses fully 
six viewpoints of the theory of play — the physiological, biological, psychological, 
aesthetic, sociological, and pedagogical. 

Problems of babyhood. Rachel Kent Fitz and George Wells Fitz. New 

York, Holt, 1906. 127 p. $1.25. 

An admirably clear presentation of the practical conclusions reached from the 
standpoint of the physician, the teacher, the mother, and the father upon some of the 
problems relating to building a constitution and forming a character. 

Psychology of child development (The). Irving King. Chicago. The Univer- 
sity of Chicago Press, 1903. 265 p. $1. 

" The purpose of these studies is to interpret as far as possible the phenomena of 
mental development from the point of view of functional psychology." This point of 
view emphasizes the intimate interrelation of all forms of mental activity, and seeks 
to discover the causes, conditions, and after history of specific manifestations. 

Psychology of thinking (The). Irving Elgar Miller. New York, Macmillan, 

1909. 303 p. $1.25. 

A discussion of thinking from the biological and functional point of view. The 
author's purpose is " to show the actual working of mind as it struggles with prob- 
lems in the concrete life of the individual, the significance of the mental processes as 
they are brought to bear upon these, and the growth in control over the forces of the 
world and of life that comes through the development of the higher psychical process 
which we designate as thinking." The book is " written from a strong pedagogical 
bias, and the educational bearing of the doctrines set forth has been indicated and 
illustrated." 

School in the home (The). Adolph Augustus Berle. New York, Moffatt, 

Yard & Co., 1912. 210 p. $1. 

A discussion of intensive child training for parents and teachers, dealing with 
home training which is preliminary and supplementary to the school. The chapters 
following the introduction are : Language, the instrument of knowledge ; Mind ferti- 
lization ; Questions and answers ; The elimination of waste ; Harnessing the imagi- 
nation ; Mental self-organization ; Breeding intellectual ambition ; The pleasures of 
the mind. 

Schools of to-morrow. John Dewey and Evelyn Dewey. New York, Dutton 

[1915]. 316 p. $1.50. 

The purpose of the book is to show what happens when some of the more widely 
recognized and accepted views of educational reformers are actually applied. Among 
the schools selected for purposes of illustration are Mrs. Johnson's school at Fair- 
hope, Ala. ; the Francis Parker School, Chicago ; the elementary school of the Univer- 
sity of Missouri, at Columbia ; the Gary schools ; and some public schools in Indian- 
apolis and Chicago. 

Sensitive child (The), as revealed in some talks with a little boy. Kate 

Whiting Patch. New York, Moffat, Yard & Co., 1910. 93 p. 75 cts. 

This book contains suggestions for dealing with children of the sensitive type, in 
the form of talks between a mother and a little boy. It touches upon such problems 
as the physical care needed, the dispelling of fear, the development of the creative 
impulse, and the mysteries of birth and death as they present themselves to the child. 

Sketches of FroebePs life and times. National Kindergarten Association. 

New York, Bradley, 1914. 194 p. $1. 

This volume contains four sketches: (1) Education, by Froebel, taken from John 
Jay Chapman's "Causes and Consequences." (2) In Keilhau, the account given by 
Georg Ebers of his own school life at Keilhau with Froebel. (3) Infant Gardens, 
written by Charles Dickens in 1855, and reprinted as a chapter by James L. Hughes 
in the volume called " Dickens as an educator." (4) Girlhood days at Keilhau, 



BIBLIOGRAPHY. 13 

translated from letters written by a niece of Froebel to her parents, telling all her 
personal experiences in the early days of kindergartening. These sketches are re- 
published for the purpose of emphasizing the idealism of Froebel. In the introduc- 
tion Dr. P. P. Claxton, United States Commissioner of Education, declares : " In a 
time when there is danger of overemphasis on the trade school and narrow prepara- 
tion for vocational efficiency alone, there is need that we refresh ourselves with the 
call of Froebel's high aim." 

Social service and the art of healing-. Richakd M. Cabot. New York, Moffat, 

Yard & Co., 1912. 192 p. $1. 

This is a very readable little book, and shows how medical, social, and educational 
work may be drawn together for the public good through the teamwork of physi- 
cian, teacher, and social worker. The doctor can not give a true diagnosis of a dis- 
ease until he knows the home and industrial conditions, as well as the moral and 
spiritual influences, that may be at work. 

Seng- of life (A). Margaret Werner Morley. Chicago, McClurg, 1899. 155 p. 
$1.25. 

An unusually attractive book, which tells in an artistic as well as scientific way 
how " everything springs from the egg — the world's cradle." It is literally the song 
of life and the story of how life reproduces its kind in flower, fish, frog, bird, and 
the mammal of the higher order. This book is suitable for young people as well as 
for parents and teachers. It helps to create the right attitude toward the subject of 
reproduction, and at the same time furnishes the wonderful facts of nature's proc- 
esses in a manner which appeals to every healthy, growing mind. 

Songs and music of Friedrich Froebel's mother play. Prepared and arranged 

by Susan E. Blow. New York, D. Appleton & Co., 1898. 272 p. $1.50. 

This volume contains portions of Froebel's comprehensive mother play book, which 
is suitable for nursery use. It contains reproductions of the original pictures and 
the words of 59 songs, many of which are transcribed from the old folk rhymes 
originally collected by Froebel. Many of these are set to newer music. These songs 
are widely used by kindergartners, mothers, and teachers, and are adaptable for 
finger plays and circle games. The subject matter of the songs concerns itself with 
the finer experiences of child life which have poetic value and spiritual meaning. 
The poems and songs of the mother play are justly classed as Volk literature. 

Street land, its little people and big problems. Philip Davis and Gracb 
Kroll. Boston, Small, Maynard & Co., 1915. 291 p. $1.35. 

A vivid portrayal of the hazards of the street, " the only playground of 95 per 
cent of the children of most American cities." The purpose of the book is to stimu- 
late the movement to provide safer and saner environment for city children. Biblio- 
graphy of exceptional value. 

Studies of childhood. James Sully. London, Longmans, 1903. 527 p. $2.50. 
Prof. Sully brings to his task the wisdom of a philosopher combined with the sym- 
pathetic insight of a lover of children, and the result is a fascinating record of his 
own observations and those of other parents, of the mental development of children. 
The age of imagination ; The dawn of reason ; Raw material of morality, and the 
child as artist are some of the chapter headings. 

Study of child life (A). Marion Foster Washburne. Chicago, American 

School of Home Economics, 1907. 183 p. $1.50. 

Published by the American School of Household Economics. Among the subjects 
discussed are : Development of the child, Faults and their remedies, Character build- 
ing, and Art and literature in child life. 

Symbolic education. Susan E. Blow. New York, D. Appleton & Co., 1897. 
251 p. $1.50. 

This volume of eight chapters is a commentary on Froebel's educational writings. 
It is a philosophic interpretation of idealism as presented by Froebel, for home and 
nursery guidance. Development from within is the key note and every aspect of this 
idea is fully presented, restated, and discussed by Miss Blow until the volume as a 
whole becomes a valuable survey of the social philosophy of Froebel and his followers. 
The text is illustrated with quotations from poet and thinker, and also from the con- 
vincing experiences of little children. Such single chapters as " Pattern experiences ' 
and "Symbolism of childhood" teem with valuable material for the inspiration of 
parent and educator. 



14 EDUCATION OF EARLY CHILDHOOD. 

Study of child nature from the kindergarten standpoint (A). Elizabeth 
Harrison. Chicago, The Chicago Kindergarten Training School, 1891. 
207 p. $1. 

The author states that this study is made from the kindergarten standpoint ; a 
series of talks originally given for mothers and teachers, rich in anecdote and per- 
sonal experience. The studies aim to strengthen a mother's natural instinct as to 
what is right for her children into clear insight. The chapters are grouped into 
three parts, dealing with the training of the body, the mind, and the soul. 

The child, his thinking, feeling, and doing. Amy Eliza Tanner. Chicago, 

Rand McNally, 1904. 430 p. (Revised, 1916.) $1.25. 

"A summary of the important work done thus far, in child study.'' It includes 
study of the physical nature of the child, his mental growth, his feelings, and emo- 
tions, and the expression of thoughts and feelings through speech, play, drawing, and 
music. Full lists of references follow many chapters. 

Theory and practice of teaching art. Arthur Wesley Dow. New York, 
Teachers College, Columbia University [1908]. 37 p. $1. 

A brief, somewhat technical account of a two-years' course in art given at Teach- 
ers' College, Columbia University. It is a reaction from the academic method to one 
based on the three fundamental principles of the space arts ; line, dark, and light, 
and color. The aim is the development of skill and appreciation of the beautiful 
which the author feels is sadly lacking in modern life. The book is fully illustrated 
with reproductions of students' work. 

Training of children in religion (The). George Hodges. New York, D. 
Appleton & Co., 1912. 32S p. $1.50. 

This book deals with the religious (not the ethical) education of children up to the 
age of 15 years. " It is one thing to understand the difference between good and 
evil, but an altogether different thing to refuse the evil and to choose the good." 
Dean Hodges feels that parents are often called upon to practice not only domestic 
medicine but domestic theology. In the practice of domestic medicine they may find 
many helpful books, but similar assistance in theology is less accessible. Hence, the 
purpose of several chapters is to suggest parental answers for the child. Chapter IX 
gives a series of prayers for the different days of the week which may be memorized. 

Two children of the foothills. Elizabeth Harrison. Chicago, Sigma Pub- 
lishing Co. [1900]. 294 p. $1.25. 

A record of a year spent with two children, aged 4 and 6, in the foothills of Cali- 
fornia, showing how the principles of Froebel's mother play may be applied in simple, 
everyday home life. 

The last two chapters discuss " The science of motherhood " and " The value of 
the ideals set forth in the mother play book." 

What is it to be educated? C. Hanford Henderson. New York, Houghton 
Mifflin, 1914. 462 p. $1.50. 

"A thought-provoking and stimulating discussion of the true basis and spirit of 
education ; illustrated by practical details of the author's experiments as an educator. 
Appeals to parents and teachers and all thoughtful persons." 

When children err; a book for young mothers. Elizabeth Harrison. Chi- 
cago, The National Kindergarten College, 1916. 177 p. $1. 

"A book for mothers," but valuable for anyone who has to do with the training of 
children. It treats of moral standards, of various types of punishment, natural, 
retributive, and educative, and offers suggestions for the avoidance of the need of 
punishment. 

Your child to-day and to-morrow. Sidonie Matzner Gruenberg. Philadel- 
phia, J. B. Lippincott Co., 1913. 234 p. Illus. $1.25. 

Discusses problems concerning punishment, reasoning, lies, ideals, and ambitions, 
fear, work and play, imagination, social activities, obedience, adolescence, will, 
heredity, with a foreword by Bishop John H. Vincent. 



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